PhilIRI School Dashboard: Quirino Hill ES (136398)
PhilIRI English Elementary | School Year: 2024-2025
113
Total Learners (Post)
57.5%
% Independent (Post)
33.6%
% Instructional (Post)
8.8%
% Frustration (Post)
0.0%
% Non-Reader (Post)
Independent
Top Reading Level
Multi-Year Reading Level Trend
Multi-Year Trend Insights
- No trend data available for this school and year.
Pre-Test, Mid-Term, and Post-Test Comparison by Grade Level
| Grade | Independent | Instructional | Frustration | Non-Reader | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Pre | Mid | Post | Pre | Mid | Post | Pre | Mid | Post | Pre | Mid | Post | |
| 4 | 22 | 28 | 34 | 9 | 8 | 8 | 12 | 7 | 1 | 0 | 0 | 0 |
| 5 | 4 | 7 | 10 | 5 | 9 | 6 | 8 | 1 | 1 | 0 | 0 | 0 |
| 6 | 12 | 18 | 21 | 21 | 21 | 24 | 20 | 14 | 8 | 0 | 0 | 0 |
Insights
- Grade 4: More students moved to Independent. Instructional decreased as more students moved to Independent. Frustration decreased.
- Grade 5: More students moved to Independent. Instructional increased, possibly from Frustration or Non-Reader. Frustration decreased.
- Grade 6: More students moved to Independent. Instructional increased, possibly from Frustration or Non-Reader. Frustration decreased.
Reading Level Distribution (Post-Assessment)
Grade Level Performance
Proficiency Level Definitions (DepEd Order No. 14, s. 2018 & Revised Manual)
| Proficiency Band | Definition | Oral Reading Accuracy | Comprehension Score | Interpretation |
|---|---|---|---|---|
| Independent | The learner can read fluently and comprehend the text without assistance. | 97% or higher | 80–100% (8–10 correct answers out of 10) | Learner can independently use reading materials; may work on self-paced activities. |
| Instructional | The learner reads with minor help and understands the text with guidance. | 90–96% | 60–79% (6–7 correct answers out of 10) | Learner benefits from guided or small-group reading. |
| Frustration | The learner struggles to read and cannot understand the text effectively. | Below 90% | Below 60% (5 or fewer correct answers out of 10) | Learner needs immediate reading intervention. |
| Non-Reader | The learner cannot yet decode or recognize words, or reads below CVC level. | Not measurable | Not applicable | Learner cannot participate in standard reading tasks; urgent foundational reading support needed. |